A MODEL EXPLAINING RELATIONSHIPS BETWEEN LANGUAGE LEARNING STRATEGIES, LEARNING STYLES AND SUCCESS IN READING COMPREHENSION

Abstract

In this study, the model explaining and predicting the relationships between Turkish university preparatory students' (TUPS) language learning strategies (LLS), learning styles (LS) and success in reading comprehension (RCS) was examined. The subjects were 368 university prep class students from 8 different universities in Istanbul, Turkey. The study used the structural equation modeling design. With the aim of identifying the students' LLS and LS, Oxford's (1990) Strategy Inventory of Language Learning, and Cohen, Oxford and Chi's (2001) Learning Style Survey were adapted to Turkish; proven linguisticly equivalent and used to reveal the students' LLS and LS. In order to measure the RCS, the English Language Placement Test was developed by the researcher and used in the study. Model analysis results showed that LLS such as cognitive, memory, compensation and auditory learning style predict and have direct influence on RCS. In conclusion, the model developed in this study explains 23 percent of the variance in TUPS' RCS in foreign language.